A study of english syntactic sentence structures of Indonesia tour guides in Prambanan temple.

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x ABSTRACT

IDA AYU UTAMI DEWI. A Study of English Syntactic Sentence Structures of Indonesian Tour Guides in Prambanan Temple. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma University, 2008.

This study is a study of tour guides of Prambanan Temple’s language in relation to their mastery of English syntax. Their competency of English syntax is a must, remembering that English is a means of communication when they carry out their duties.

There are three problems which are discussed in this study. They are types of sentences, the percentage of correct and incorrect sentences, and deviant forms of sentences produced by Indonesian tour guides in Prambanan Temple.

This study is a descriptive qualitative study. The object of this study is sentences produced by tour guides in Prambanan Temple. Since this study concentrates on grammatical aspects of sentences, the approach of syntax of English language was used. However, syntax used in this study is only related to sentence constructions. The population of this study was 17 active tour guides in Prambanan Temple. Nine samples were taken using probability random sampling. Instruments used in gathering the data were questionnaires. In analyzing the data, the writer used checklists and tables. The data was taken through tape recording in which the respondents were asked to explain tourism objects in Prambanan Temple as if they were in a real guiding process.

There are several findings related to the problems. Referring to the first problem, each respondent produced three types of sentences, which are simple sentences, compound sentences, and complex sentences. However, not all of those sentences are correct. There are also incorrect one. Concerning the second problem, there are various numbers of percentage of correct and incorrect sentences. That incorrectness, related to the third problem, is in the area of missing subject, missing verb, missing object, subject-verb concord, misuse of coordinator, misuse of relative clauses and noun clauses, misuse of conjunctions, and misformation of sentence constructions.

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xi ABSTRAK

IDA AYU UTAMI DEWI. A Study of English Syntactic Sentence Structures of Indonesian Tour Guides in Prambanan Temple. Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2008.

Skripsi ini merupakan sebuah studi tentang bahasa para pramuswisata di Candi Prambanan yang dihubungkan dengan penguasaan tata bahasa Bahasa Inggris. Keahlian dalam tata bahasa Bahasa Inggris mutlak diperlukan mengingat Bahasa Inggris adalah alat berkomunikasi ketika para pramuwisata menjalankan tugas.

Terdapat tiga rumusan masalah yang dibahas dalam studi ini. Rumusan masalah tersebut meliputi tipe kalimat, persentase kalimat benar dan kalimat salah, serta pola kalimat yang salah yang diproduksi oleh para pramuwisata di Candi Prambanan.

Studi ini merupakan penelitian desktiptif kualitatif. Obyek penelitian ini adalah kalimat-kalimat yang dihasilkan oleh pramuwisata. Dikarenakan penelitian ini difokuskan pada aspek tata bahasa, pendekatan sintaksislah yang digunakan. Akan tetapi, aspek sistaksis yang digunakan dibatasi pada aspek pola kalimat. Populasi dalam penelitian ini adalah 17 pramuwisata. Sampel berjumlah 9 orang yang diperoleh melalui sistim sampel probabilitas acak. Instrumen yang digunakan dalam penjaringan data adalah kuesioner. Dalam proses analisa, penulis menggunakan daftar kalimat dan tabel. Data dijaring melalui proses perekaman yaitu para responden diminta untuk menjelaskan obyek wisata di Candi Prambanan selayaknya mereka dalam proses memandu yang sebenarnya.

Terdapat beberapa hasil penelitian yang berbuhungan dengan rumusan masalah. Mengacu pada masalah pertama, responden mengaplikasikan tiga tipe kalimat yaitu kalimat tunggal, kalimat majemuk setara, dan kalimat mejemuk bertingkat. Namun, tidak semua kalimat tersebut benar. Ada pula kalimat salah. Menjawab masalah kedua, persentase kalimat benar dan kalimat salah beragam. Kesalahan-kesalahan tersebut, mengacu pada masalah ketiga, adalah kesalahan pada ketidakadaan subyek, ketidakadaan kata kerja, ketidakadaan obyek, persesuaian subyek-kata kerja, kesalahan dalam penggunaan koordinator, kesalahan penggunaan klausa penghubung, kesalahan penggunaan kata penghubung, dan kesalahan pola kalimat.

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A STUDY OF

ENGLISH SYNTACTIC SENTENCE STRUCTURES

OF INDONESIAN TOUR GUIDES IN PRAMBANAN TEMPLE

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra

in English Letters

IDA AYU UTAMI DEWI Student Number: 034214077

ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS SANATA DHARMA UNIVERSITY

YOGYAKARTA 2008

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A STUDY OF

ENGLISH SYNTACTIC SENTENCE STRUCTURES

OF INDONESIAN TOUR GUIDES IN PRAMBANAN TEMPLE

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra

in English Letters

IDA AYU UTAMI DEWI Student Number: 034214077

ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS SANATA DHARMA UNIVERSITY

YOGYAKARTA 2008

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ACKNOWLEDGEMENTS

Above all, I would like to raise the highest praise and gratitude to Jesus Christ, the Almighty God, and Mother Mary. You are still by my side for every single moment of my life. For You up above, I would be forever thankful.

People fail but they stand again to see the world in a different and more truthful way. That makes them real humans. In fact, without these people I believe I cannot live my life the way I do.

To my Dad, whose words always calm me down, whose prayers keep me stand, whose jokes always make me smile or even laugh, and whose perspectives and life inspire me, words are never enough to express my gratefulness. To my Mom who makes me the way I am today, my deepest salutation and thankfulness are dedicated to you. To all my encouraging cousins, Ria, Cik Evi, Ko Elias, Ko Thomas, Cik Stanny, Ko Donny, Ko David, Ade, Mbok Kondi, I thank you all for your never ending support.

I also feel indebted to my advisor, Dr. Fr. B. Alip, M.Pd., M.A., who is being very tolerant and helpful, and to my co-advisor, Adventina Putranti, S.S., M.Hum. It is impossible for me to finish my thesis without the uncountable helps from you. To all my lecturers in English Letters Department, I am grateful that you, in a phase of my life, fulfill me with knowledge.

My thanks and appreciation are also for people of HPI Prambanan, Mr. Topo Wibowo, Mr. Wagiyo, Mr. Slamet, Mr. Suradi, Mr, Subarno, Mr. Eddy Suharyanto, Mr.Ismanta, Mr. Supriyadi, Mr. Dwi Wibowo, Mr. Murtejo, Mr, Marsono, Mr. Kukuh Murwadi, and Mr. Sutopo. Thank you for being

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very welcome and very cooperative while I conducted this research. Your thoughts and suggestions are essential for this research and for me personally. Knowing you is a great opportunity.

To my “second” family in Yogyakarta, The Satmokos, Bapak, Ibu, Bu Tut, Bi’ Nah, Yani, Imala, thank you for your support. No doubt, being with you for the past five years give me a precious moment in my life. To my true cheerleaders, Mbak Ketrin, Dek Rani, Titi, and Sonia “Mpok Atik”, thank you for your support in my good and bad times.

To my college friends of English Letters of the year 2003 especially Cindy, Ndu, Lina, Ami, Ana, Dian, Icha, Hartyo, Budi, Vino, Kethex, Dion, we have shared good and bad times. That makes you all are marked in my life. Thank you for your laughs, tears, hopes, prayers, and supports for me.

To my forever friends, Kartika, Noel, Amen, Nyo, Yogi, Mira, Gottardo, Wawan and Ndong, once you entered my life, that is where you always. No space and no time will separate us from being to each other.

Finally, to my beloved one, Hariyus Kristian Valentino, I am grateful for lending me your ears to hear my thoughts, your eyes to see my good and bad side and to always correct me when I am wrong, and your shoulder for me to cry on. We share so many times together which lead me to be forever happy. I thank God for every single moment with you.

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vii

TABLE OF CONTENTS

TITLE PAGE ………... i

APPROVAL PAGE ………. ii

ACCEPTANCE PAGE ………... iii

MOTTO PAGE ……….... iv

ACKNOWLEDGEMENTS ……….... v

TABLE OF CONTENTS ……… vii

LIST OF TABLES ………... ix

ABSTRACT ………... x

ABSTRAK ……… xi

CHAPTER I: INTRODUCTION ………... 1

A. Background of the Study ………. 1

B. Problem Formulation ……….. 4

C. Objectives of the Study ………... 4

D. Some Assumptions in the Research ……….... 5

E. Definition of Terms ………. 5

CHAPTER II: THEORETICAL REVIEW ……….. 8

A. Review of Related Theories ……… 8

B. Theoretical Framework ……… 16

CHAPTER III: METHODOLOGY ……….. 18

A. Object of the Study ………. 18

B. Approach of the Study ……….... 18

C. Method of the Study ……… 19

CHAPTER IV: ANALYSIS ……… 35

A. Types of Sentences Produced by Indonesian Tour Guides in Prambanan Temple ……….. 35

B. The Percentage of Correct and Incorrect Sentences Produced by Indonesian Tour Guides in Prambanan Temple ……….. 39

C. Deviant Forms of Sentences of Indonesian Tour Guides in Prambanan Temple ……….. 59

CHAPTER V: CONCLUSION ……….. 82

A. Conclusion ……….. 82

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BIBLIOGRAPHY ……… 85

APPENDICES Appendix 1. Letter of Permission of Research ……….. 88

Appendix 2. Letter of Approval (from HPI Prambanan)……….... 89

Appendix 3.1 Sentences Produced by Respondent A ……… 90

Appendix 3.2 Sentences Produced by Respondent B ……… 94

Appendix 3.3 Sentences Produced by Respondent C ……… 98

Appendix 3.4 Sentences Produced by Respondent D ……… 101

Appendix 3.5 Sentences Produced by Respondent E ……… 105

Appendix 3.6 Sentences Produced by Respondent F ……… 107

Appendix 3.7 Sentences Produced by Respondent G ……… 110

Appendix 3.8 Sentences Produced by Respondent H ……… 114

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LIST OF TABLES

Table 1 Example of Sentence-Type Checklists ...……….. 23 Table 2 Example of Table of Categorization of Incorrect Use of Simple Sentences ……….. 24 Table 3 Example of Table of Categorization of Incorrect Use of Compound Sentences ……….. 24 Table 4 Example of Table of Categorization of Incorrect Use of Complex

Sentences ……….. 25 Table 5 Types of Sentences ………... 36 Table 6 The Percentage of Correct and Incorrect Simple Sentences ….... 40 Table 7 The Percentage of Correct and Incorrect Compound Sentences .. 46 Table 8 The Percentage of Correct and Incorrect Complex Sentences …. 52 Table 9 The Percentage of Correct and Incorrect Sentences ……… 58

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x ABSTRACT

IDA AYU UTAMI DEWI. A Study of English Syntactic Sentence Structures of Indonesian Tour Guides in Prambanan Temple. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma University, 2008.

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xi ABSTRAK

IDA AYU UTAMI DEWI. A Study of English Syntactic Sentence Structures of Indonesian Tour Guides in Prambanan Temple. Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2008.

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CHAPTER I

INTRODUCTION

This chapter discusses four parts, namely the Background of the Study, Problem Formulation, Objectives of the Study, and Definition of Terms. In the Background of the Study, the writer will give reasons why the topic is chosen and worth studying. In the Problem Formulation, there are three questions related to the topic which later will be discussed and answered in Chapter IV. Objectives of the Study is a part where the writer will state aims of the study the writer conducts. Definition of Terms will describe four definitions of specific terms used in the title and in the Problem Formulation according to several experts. They are descriptions of syntax, sentence, and tour guides.

A. Background of the Study

It is certain that nowadays English is considered as one of international languages besides French and Chinese because it is used by most people in most countries in the world as their native language as in the United States of America, United Kingdom, Ireland, New Zealand, Canada, South Africa, and Australia where English is used in their daily live and the language they know since they were born, as their second language as in Malaysia, Pakistan, Nigeria, Kenya, South Korea, Ethiopia, Burma, and India, or as their foreign language as in Indonesia, Germany, and Japan (Quirk, 1972: 3).

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English is also considered one of important languages since it is used in many fields of human life, for examples in educational field, public administration, science and technology, mass media, international entertainment, publicity, and in literature (Strevens, 1980: 73). Recently, English is a requirement for working people. They have to master English, at least, passively. One of the working fields which requires their employees to master English is tourism since this field deals with people from foreign countries that usually use English as their means of communication.

Yogyakarta as one of the tourism cities in Indonesia has many interesting places to visit. One of them is Prambanan Temple area which consists of many heritage places such as Siwa Temple, Brahma Temple, and Wishnu Temple (Purwadi, 2005: 391). Many tourists are eager to visit those heritage places inside Prambanan Temple area because they find those places interesting and they want to know more about the history behind those heritage places.

In order to achieve what they want, tourists who cannot speak Indonesian need tour guides who are in charge of giving direction and explanation about heritage places in Prambanan Temple. Considering the fact, it is clear that all tour guides of Prambanan Temple are required to be able to speak English fluently when they carry out their duty. However, the writer found out that tour guides in Prambanan Temple found difficulties when they have to speak in English. They lack English competence, particularly their grammar skill.

Gass and Selinker in their book Second Language Acquisition: An Introductory Course say that “knowing a language entails knowing a set of rules

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with which we can produce an infinite set of sentences” (1994: 8). It involves ability to “combine words to form phrases, and phrases to form sentences” (Fromkin, 1991: 6). In fact, the combination of those elements are not random. English sentence has its own grammar and structures of forming sentences. Hence, “knowing a language means knowing its grammar” (Haegeman and Guéron, 1999: 16).

However, understanding and mastering second languages and foreign languages may be difficult. These difficulties may range from the irregular spelling of second languages and foreign languages to interference of speaker’s mother tongue. In addition, most Indonesian learners of English have difficulty mastering the English system of sentence construction because English sentence structure contains complexities and because their contact with English is generally very limited (Nuryanto, 1979: v).

Remembering that the most important function of language is as a means of communication and interaction (Alwasilah, 1993: 89), tour guides are supposed to encounter these problems and perform as perfect as possible when they talk to English-speaking tourists because “undoubtedly the minimum standard of performance which any ordinary learner should aim at is one which is easily understood by the native speaker of English” (Gimson, 1975: 2). When tour guides can perform well, there will be no misunderstanding so that the communication and interaction between tour guides and tourists work well. By doing so, the basic function of language can be achieved.

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Based on the fact, the writer wants to study tour guides in Prambanan Temple in relation to their mastery of English syntax as a mean of communication and as the basic requirement to carry out their duties.

B. Problem Formulation

There are three problems discussed in this study. Those three problems are formulated in the following questions.

1. What types of sentences are produced by Indonesian tour guides in Prambanan Temple?

2. What is the percentage of correct and incorrect sentences produced by Indonesian tour guides in Prambanan Temple?

3. What are deviant forms of sentences produced by Indonesian tour guides in Prambanan Temple?

C. Objectives of the Study

This research was an attempt to study the character of tour guides in Prambanan Temple while they were guiding English speaking tourists. The character to be investigated was their competency in producing English sentences. Three areas which were examined in this study were types of sentences produced by tour guides in Prambanan Temple, the percentage of correct and incorrect sentences produced by Indonesian tour guides in Prambanan Temple, and deviant forms of sentences produced by Indonesian tour guides in Prambanan Temple.

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D. Some Assumptions in the Research

There are two assumptions in the research in order to make the research valid. The data which was given by each tour guide during the process of data gathering was assumed to be their actual style of guiding tourists in Prambanan Temple.

It is also assumed that tour guides gave their very best and seriousness while giving the data. Their seriousness was very important because it might represent their factual competency in English.

E. Definition of Terms

Some definitions of linguistic and tourism terminologies are given below to avoid misunderstanding. The definitions of terms given here are definitions of syntax, sentence, and tour guides.

1. Syntax

First of all, we need to know the etymology of the word “syntax”. According to Crystal, “syntax” was taken from Latin, “syntaxis”, which earlier was taken from Greek “syn + assein” mean “together + arrange” (1995: 197). Based on its etymology, “syntax” means “arrange to be together”.

Aarts defines syntax in two ways. First, syntax is “a part of grammar that concerns itself with the structure of sentences” (1997: 3), and second, syntax is “the study of sentence structure” (1997: 284).

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According to Finegan (2004: 148), syntax is “the part of grammar that governs the form of strings by which language users make statements, ask questions, give directives, and so on”.

Radford says that “syntax concerned with the ways in which words can be combined together to form phrases and sentences” (2001: 1).

Kroeger in his book Analyzing Syntax: A Lexical – functional Approach, states that syntax is “the branch of linguistics which seeks to describe and account for the arrangement of words in a sentence” (2004: 4).

The last author who defines “syntax” is Fromkin, who says that syntax is “the rules of sentence formation, the component of mental grammar that represents speaker’s knowledge of the structure of phrases and sentences” (2003: 596).

2. Sentence

In his book English Syntax and Argumentation, Aarts defines sentence as “a string of words that begins in a capital letter and ends in a full stop and is typically used to express a state of affairs in the world” (1997: 3).

According to Crystal, sentence is “the largest structural unit that displays stateable grammatical relationships, not dependent on any other structure” (1995: 458).

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3. Tour Guides

There are several authors who define what tour guide is. Some of them are Mancini and Pond. Mancini defines a tour guide as “someone who takes people on sightseeing excursions of limited duration” (1990: 5), and Pond defines tour guide as “any individual who leads groups and provides commentary for them” (1993: 260). In addition, in the United Kingdom, aguide is also called “a courier” which according to Dictionary of Travel, Tourism, and Hospitality, it means “a person employed by the tour organizer and escorting a group tour who may also act as a guide.”

Mancini in his book Conducting Tours: A Practical Guide states that based on the place of doing the job, guides are divided into two kinds, on-site guide and city guide. On-site guide means “one who conducts tours of one or several hours at a specific building, attraction, or limited area,” whereas a city guide means someone who “points out and comment on the highlights of a city, usually from a motor coach, mini-bus, or van” (1990: 5). Here, tour guides in Prambanan Temple is considered on-site guides because they conduct tours for several hours only at Prambanan Temple area.

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CHAPTER II

THEORETICAL REVIEW

Theoretical Review in this study covers two main parts, Review of Related Theories, and Theoretical Framework. In the Review of Related Theories, the writer will state four theories related to the study which are beneficial in analyzing data. Theoretical Framework explains the contribution of the theories in solving the problems stated in the Problem Formulation.

A. Review of Related Theories

The first sub-chapter contains four relevant theories used in analyzing data. Those theories are Theories on Clauses and Sentences, Theories on Simple Sentences, Theories on Compound Sentences, and Theories on Complex Sentences.

1. Theories on Clauses and Sentences

This sub-chapter is divided into four segments. They are Clauses versus Sentences, Basic Types of English Clauses, Elements of English Clauses, and Classes of English Clauses.

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a. Clauses versus Sentences

Efforts to understand the meaning of clauses and sentences may lead to confusion at a certain stage because they have a similar characteristic.

According to Quirk (1972: 342), a clause is “a unit that can be analyzed into elements” in which it is grammatical with a finite verb and “forming part of a sentence” (Burton, 1982: 140). For example in this utterance I paid the boy who delivered the newspapers, there is one sentence which is formed from two clauses, I paid the boy and who delivered the newspapers. The first clause is an independent utterance and the other is not and cannot stand by itself. So, “when the subject and predicate express a complete idea, the clause is called a sentence” (Carter and Skates, 1990: 50).

A sentence also means “the finite string of words which we communicate” (Peters, 2004: 491). Many utterances in a conversation do not have full subject and predicate but they are understood through the context.

b. Basic Types of English Clauses

According to Crystal (1995: 221) and Quirk (1972: 343), English clause can be divided into seven basic types.

Type 1: Subject + Verb, e.g. The children were sleeping.

Type 2: Subject + Verb + Object, e.g. Somebody stole the key.

Type 3: Subject + Verb + Complement, e.g. They are starving.

Type 4: Subject + Verb + Adverbial, e.g. We were there.

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Type 6: Subject + Verb + Object + Complement, e.g. We have proved him wrong.

Type 7: Subject + Verb + Object + Adverbial, e.g. The director put the script in his drawer.

c. Elements of an English Clause

In a clause, there are at least two elements present. Whenever these two elements absent, a clause cannot be called a clause. Those two elements are subject and predicate.

A subject is “the part that names the person or thing about which something is said” (Burton, 1982: 139). It has several functions. First, subject controls whether the verb is singular or plural in the third person of the present tense. Second, subject controls the form of certain objects and complements.

The second required element of English clause is a predicate. A predicate contains a verb phrase (VP) generally referring to an action performed by the subject (Wilson, 1998 as cited in http://www.uncp.edu/home/canada/work/markport/language/grammar/spg2001/sy ntax.htm, accessed on August 20, 2007) and it “affirms something about the subject (Ducrot and Todorov, 1981: 210)”. The predicate itself can be analyzed into four elements. They are verb, object, adverbial, and complement.

A verb plays a central role in clause structure and it must be a verb phrase (VP). Verbs have four kinds of forms, the simple form, the simple past (regular and irregular verbs), the past participle, and the present participle (Azar, 1992:

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21). The simple form is found in the dictionary with no ending, for example, see, watch, understand. In other words, the simple form is the basic form of a verb. The simple past form ends in –ed for regular verbs, for example, finished, waited, played. However, irregular verbs do not end in –ed, for example, saw, went, put. The past participle also ends in –ed for regular verbs, but with addition of have or has for present perfect tense, and had for past perfect tense, for example, has left, have become. The present participle ends in –ing for both regular and irregular verbs. It is used in progressive tense, for example, listening, speaking.

An object element is a noun phrase (NP) that follows the subject and verb in declarative clauses. There are two types of object, indirect (IO) and direct object (DO). The indirect object refers to an animate being which is the recipient of the action. The direct object refers to inanimate things. In the sentence Maria provides them a large amount of money, the word them is the indirect object, and the noun phrase a large amount of money is the direct object.

An adverbial can be an adverbial, adverbial phrase, adverbial clause, noun phrase, or prepositional phrase that expresses a wide range of meaning, such as manner (adverbial of manner), place (adverbial of place), and time (adverbial of time). Adverbial is generally mobile because it can be placed in several possible positions in the clause, though it is most common at the end. Adverbial differs from other clause elements in the way that there can be an indefinite number of them in a single clause. Though it expresses a wide range of meaning, it is generally optional without affecting its acceptability (Quirk, 1972: 349).

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A complement is “an element which is needed to complete the meaning of the head” (Dwijatmoko, 2002: 6). It expresses a meaning which adds to that of other clause elements, either the subject (subject complement) or the object (object complement) (Crystal, 1995: 221), for example, The news on the World War II (subject complement) and We consider him a genius (object complement). A complement might be a noun phrase (NP), adjective phrase, or a clause. The difference between an object and a complement is in the way that a complement does not become the subject through a passive transformation.

d. Classes of English Clauses

Curme (1931: 1) states that sentences are divided into three classes, which are simple sentence, compound sentence, and complex sentence.

2. Theories on Simple Sentences

According to Aarts and Aarts (1982: 82), a simple sentence can be defined as “a sentence in which none of the functions is realized by a clause. A simple sentence does not contain an embedded (or subordinate) sentence as realization of one of its functions.”

Curme defines simple sentence in a more simple way that simple sentence is a sentence having one independent proposition (1931: 1).

Simple sentence has three forms of sentence. They are exclamatory, declarative, and interrogation (Curme, 1931: 1).

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1. An exclamatory sentence is a sentence uttering an outcry or giving expression to a command, wish, or desire, often closing with an exclamation point, for example, What a fine ring she received for her engagement!

2. A declarative sentence states a fact, closing with a period. In this type of sentence, the subject is present and generally preceded the verb, for example, Ann brought a cake for her mother’s birthday.

3. An interrogative sentence is a sentence asking for a question, closing with an interrogation point. This type of sentence is marked in three ways: Yes/No question (for example, Do you agree with her statement?), WH-Question (for example, What is her name?), and Question Tag (for example, The mail is received, isn’t it?).

Simple sentences have two functions. First, it is emotive, for example, it expresses an expression of will, emotions, moods, etc., and second, it makes a statement, or, in the case of a question, calls for a statement (Curme, 1931: 1).

In analyzing simple sentences, there are three aspects that should be noticed. They are in which the sentence contains subject or not, in which the sentence contains one single verb or not, and concord.

A finite verb is “a verb phrase in which the first or only word is a finite verb, the rest of the verb phrase (if any) consisting of non-finite verbs” (Quirk, 1985:149).

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Concord is “a harmony among the elements of a sentence so that the message to deliver has a logical meaning and is correct grammatically” (Pardiyono, 2001: 16). The categories of concord are subject – verb concord, subject – verb concord with paired conjunctions, pronoun concord and parallel structure.

3. Theories on Compound Sentences

According to Curme, compound sentence “consists of different independent prepositions or members” (1931: 161).

Aarts and Aarts in their book entitled English Syntactic Structures: Functions & Categories in Sentence Analysis (1982: 86)differentiate compound sentence in three types:

1. simple sentence + simple sentence (+ simple sentence) For example, I have brought a new suit, but it does not fit me.

2. any combination of simple and complex sentence

For example, He thinks that I am in love with her and he is right. 3. complex sentence + complex sentence (+ complex sentence)

For example, I hope he would tell me the truth but I know that he is a coward.

To combine each sentence in compound sentence, it may be used one of two kinds of sentence coordinators:

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1. coordinator (and, but, and or, called “pure coordinator” and so, yet, called “not pure coordinator”), for example, The menu didn’t meet our appetite, so we left the restaurant.

2. correlatives: both… and…, either… or…, neither… nor…, not only… but also…. For example, Both John and Paul hate big houses, and Neither I nor my colleagues like our new boss.

4. Theories on Complex Sentences

Curme states that complex sentence consists of “one independent preposition and one or more subordinate clauses” (Curme: 1931: 1). It gives one of them superior status. The superior one is known as the main clause (or principal clause), while the other is subordinated to it and is called the subordinate (or dependent) clause since it cannot stand by itself. The subordinate clause can be divided into three categories, namely relative clause, noun clause, and adverbial clause.

Relative clause “attach further information to nouns or pronouns in or the main clause” (Peters, 2004: 108). In relative clause, relative pronouns are used in specific conditions. In defining relative clause, relative pronouns used for persons are who/that (for subject), whom/who/that (for object), and whose (for possessive). For things, which/that (for subject), which/that (for object), and whose/of which (for possessive) are used. The examples of defining relative clause are The girl that he hit is my sister, and I brought a new book which will make you surprised. “Non-defining relative clauses are placed after nouns which are already

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definite” (Thomson and Martinet, 1986: 85). It adds something to it by giving more information which is not essential and can be omitted without causing confusion. The difference of the use of relative pronoun is that in non-defining relative clause, that is not used. The example of the use of non-defining relative clause is Her brother, who is actually a big liar, said that he once saw a UFO in his yard.

According to Peters, noun clauses “take the placeof a noun or noun phrase in the main clause” (2004: 108), for example, They understand what their parents talk about (as object) and What their parents talk about needs some understanding (as subject).

Peters states that “adverbial clauses attach further information to the verb of the main clause, detailing how, when, where, or why the action or event took place” (2004: 108). Adverbials answer the question of how, when, where, why, concession, condition, comparison, and result.

B. Theoretical Framework

In conducting this research, the writer needs the theories that have been discussed. They are theories on clauses and sentences, theories on simple sentences, theories on compound sentences, and theories on complex sentences.

In Theories on Clauses and Sentences there are ten authors whose theories were helping in analyzing the data. They were theories from Quirk (1972), Burton (1982), Carter and Skates (1990), Peters (2004), Crystal (1995), Wilson (1998), Ducrot and Todorov (1981), Azar (1992), Dwijatmoko (2002), and Curme (1931).

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Theories on simple sentences are very useful in understanding and analyzing the data, especially those which concerned with simple sentences. The writer takes theories on simple sentences according to Aarts and Aarts (1982), Curme (1931), Quirk (1985), and Pardiyono (2001).

Theories on compound sentences will surely be helpful in analyzing problems stated in the Problem Formulation. Theories from Curme (1931), and Aarts and Aarts (1982) are selected.

The writer will also make use the theories on complex sentences proposed by Curme (1931), Peters (2004), and Thomson and Martinet (1986) for analyzing the data.

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CHAPTER III

METHODOLOGY

This chapter covers three parts, Object of the Study, Approach of the Study, and Method of the Study. Object of the Study discusses the data or object of this study and at the end of this part, the writer states in brief what the work is generally about. In the Approach of the Study, the writer explains the approach to analyze the work. Method of the Study covers six sub-parts about the procedures of analyzing the work.

A. Object of the Study

The object or the data of this study are sentences produced by tour guides in Prambanan Temple.

In general, this study concerns about analyzing grammatical aspects of English sentences produced by tour guides of Prambanan Temple. The analysis covers types of sentences, the percentage of correct and incorrect sentences, and deviant forms of sentences made by the respondents.

B. Approach of the Study

Since this study analyzes grammatical aspects of English sentences created by tour guides of Prambanan Temple, it is obvious that this study will use the approach of syntax of English language. However, the approach of syntax used in this study is merely concerned with sentence constructions.

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C. Method of the Study

Method of the Study includes six parts. They are the Population of the Study, the Sampling, Setting, the Research Instruments, the Data Gathering and the Data Analysis.

1. The Population of the Study

Since this study intended to analyze types of sentences, the percentage of correct and incorrect sentences, and deviant sentences made by tour guides in Prambanan Temple, it is apparent that the population of this study was tour guides in Prambanan Temple. The reason of choosing this population was because Prambanan Temple is one of the most famous tourism objects in Indonesia in general and in Yogyakarta in particular. Many tourists, both local tourists and foreigners come to this place. As foreigners are common in Prambanan Temple, English is as well familiar. It was assumed that all tour guides in Prambanan Temple spoke English. The writer wanted to know whether or not they produced good English.

The total population of tour guides in Prambanan Temple was thirty five persons. However, in fact, there were only seventeen active tour guides. This condition was due to the rest eighteen tour guides left this job after the earthquake which happened in May 27, 2006 and some of them quit this job. All of the members of the population were not college-educated. They were high-school graduated but most of them also learnt English in courses.

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The sex of the population was 100% male. Actually once there were female tour guides but they left this job because of personal affairs, for example, they got married and had to take care of their families. The management did not have a standard about which sexes to work as tour guides. Both male and female were possible to work as tour guides as long as they met the requirements.

Based on the fact about the population, there were no competitions in this population. Sexes and educational background were not matters of differentiation because all of the members of the population were men and they were all high-school graduated.

2. The Sampling

Although the total members of the population were quite small, because of time limitation, it was very difficult to observe all of them. Therefore, samples were taken. The samples taken were nine.

The writer used probability sampling in which “a sample will be representative of the population from which it is selected, if all members of the population have an equal chance of being selected in the sample” (Babbie, 1973: 78).

By considering the characteristics, hopefully, accurate information could be gained, and thus, the generalization could be drawn. Random Sampling was used in this study in which “… each element has an equal chance of selection …” (Babbie, 1973: 83). The nine tour guides of Prambanan Temple were taken as samples using random sampling as can be seen below.

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a. The writer got the list of names and sexes of both inactive and active members of Himpunan Pramuwisata Indonesia (HPI) Prambanan from the chairman and the secretary of the organization.

b. Active members of HPI Prambanan were listed and given number from one to seventeen. There was no consideration of numbering. It was done in random. c. The writer used a lottery system to decide the samples. The writer wrote

number one up to seventeen in seventeen small papers. Those small papers were rolled and put in a small can. Later on, the writer took nine small papers as the samples.

d. From the lottery, the writer got nine numbers in random. Those numbers were matched with the list of names.

e. After the nine samples were obtained, the observation was started.

3. Setting

The research was conducted in Prambanan Temple in June 22 – June 26, 2007. Since there was an audio recording process, this research was done in a closed room to avoid distractions, so the recording would be as clear as possible. All of the recording processes were done in the HPI Prambanan office.

Each respondent needed approximately thirty six minutes for the recording process, and thirty five minutes to fulfill the questionnaire.

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4. The Research Instruments

There were some research instruments used in this study. While gathering data, the writer used questionnaires. Checklists and tables were used while the writer analyzed the data.

Questionnaires were distributed to the respondents to obtain information concerning respondents’ facts, and intention. There are two types of questionnaires, open-ended questions and close-ended questions. This study used questionnaires with close-ended questions because “they are more easily processed” (Babbie, 1973: 141). Through questionnaires handed out, the writer knew facts about respondents’ personal data, respondents’ language usage, and respondents’ process and efforts of learning English. The writer could also gain information about respondents’ intention of learning English.

Checklists were very important when the writer analyzed the data because “checklists are mnemonic devices, i.e., they reduce the chances of forgetting to check something important. They reduce errors of omissions” (Scriven, 2005 as cited in http://www.wminch.edu/evalctr/checklists/papers/logic_methodology.pdf , accessed on August 20, 2007). Checklists were used to help the writer answered the first and second problem. This checklist was useful because it helped the writer to categorize types of sentences produced by the respondents, whether they were correct or incorrect sentences. The types of sentence patterns had been discussed in Chapter II. They were simple sentence, compound sentence, and complex sentence. Since this checklist helped to categorize types of sentences,

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this checklist was named Sentence-Type Checklist. Below is an example of Sentence-Type Checklist.

Table 1. Example of Sentence-Type Checklist

Sentence-Type Checklist Reference Correct Incorrect Simple

Sentence

Compound Sentence

Complex Sentence

The reference column was for the numbers of line or lines in which certain sentences analyzed could be found. They were categorized as a correct or incorrect sentences by giving a tick ( ) in the column “Correct” or “Incorrect”. Of course, a sentence could only be a member of one category. This categorization of whether or not the sentences are correct, helped the writer to anwer problem formulation number two.

In the Sentence-Type Checklist, the writer categorized the type of sentence by giving a tick ( ) to the most appropriate type of sentence in the next column. This checklist was used to answer the Problem Formulation number one about types of sentences produced by tour guides in Prambanan Temple. Obviously, a sentence could only be a member of one category of types of sentence, whether it is a simple sentence, compound sentence, or complex sentence.

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Besides checklist, the writer also used a simple table of grammatical analysis. This table was used to answer problem number three about deviant forms of sentences produced by tour guides in Prambanan Temple. That is why only deviant sentences were analyzed and listed in this checklist.

There were three tables of categorization of incorrect use of sentences. They were table of categorization of incorrect use of simple sentences, table of incorrect use of compound sentences, and table of incorrect use of complex sentences. An example of each table could be seen below.

Table 2. Example of Table of Categorization of Incorrect Use of Simple Sentences

Reference Categorization of Incorrect Use of Simple Sentences

Table 3. Example of Table of Categorization of Incorrect Use of Compound Sentences

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Table 4. Example of Table of Categorization of Incorrect Use of Complex Sentences

Reference Categorization of Incorrect Use of Complex Sentences

The reference column was for the numbers of line or lines in which certain sentences analyzed could be found. The next column was for the analysis of categorization of incorrect use of centain sentences. In this table, it would be possible for a sentence to be categorized in more than one deviation. The categorization of deviant sentences will be based on the theories in Chapter II.

5. The Data Gathering

This study was a descriptive and qualitative study. The qualitative data was sentences produced by tour guides of Prambanan Temple. Those data functioned as the primary data means “the original documents or remains, the first witnesses to a fact” (Good, 1935: 253).

Data was taken through tape recording in which the respondents were asked to explain the tourism objects in Prambanan Temple as if they were in a real guiding process. Two kinds of arrangements of operating the tape recorders were used, tape recorder was placed in a fixed position, for example on the table, or hand-operated. The respondents were free to choose the operating system in order to make them comfortable.

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After the data was gathered through tape recording, the writer transcribed them following the procedures

1. the writer labeled the respondents using letters, from A to I in order to keep them anonymous.

2. the writer transcribed the audio-data as soon as the event as possible. 3. the writer gave numbers for every five lines for easy references (Burns,

2001: 100).

In order to have an accurate data, the writer maintained the sentences and wording as accurately as possible and listened to the recording more than once.

Considering ethical issues of gathering data, the respondents were those who had full information about the research. They were also informed about what the study is about and the subjects concerning the recording. However, first of all the writer asked for permission and kept the confidentiality and anonymity of the respondents (Punch, 2001: 59).

Being recorded may lead to consciousness to the respondents and it may cause the information unnatural. This may affect the accuracy of the data or the information. Therefore, the writer made a comfortable situation in which the respondents did not feel stressed or even being tested. The writer had to make a condition as if the writer was a tourist who asked for information about the temple. Even, prior to the research, the writer built a close relationship to the respondents. Other way, the writer also did not tell the respondents about the second and the third objectives of the study.

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However, there was one condition which was difficult to control when data were gathered. It was sounds from outside the room where the recording toke place. At the time when the data were gathered, it was a school holiday. That was why there were a lot of people, especially students came to this temple. Directly, it will cause crowd because the office of HPI Prambanan, the office used as the recording place, was located on the right side of the entrance and on the left side of the exit. However, although the voice was not always clear, the recording and transcribing process could be done.

6. The Data Analysis

After gathering the data, the writer transcribed the audio data as it is, without adding, reducing or even interpreting it in order to keep the originality of the primary data. To identify wheter a sentence is a simple sentence, compound sentence, or a complex sentence, the writer defined them based on the intonation and pause of each respondent.

Above all, it is very important to notive that the data of this study were spoken English produced by tour guides in Prambanan Temple but the writer analyzed them using grammatical spoken English.

To analyze the first problem, there were several steps which were done by the writer. First of all, after transcribing the data, the writer categorized the sentences based on the categorization of types of English sentences. The sentences could be categorized in simple sentences, compound sentence or complex sentence. The writer put each sentence in the Sentence Type Checklist. Each

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category would be given a tick ( ) to the most appropriate type of sentence which they were included in. Following are examples of three types of sentences which were produced by tour guides in Prambanan Temple. Letters and numbers in brackets were references where the sentences could be found. The letters inside the brackets are the code of the respondents who produced the sentences. The numbers inside the brackets are the number of sentences in which the sentences can be found in the appendix of related respondent. For example line (F 19), it means that the sentence was produced by respondent F and it was the sentence number 19 that was analyzed. This sentence can be found in the appendix of sentences produced by respondent F. The list of the sentences can be seen in the appendices.

a. Simple Sentence

1. “Here we can see the map of the Prambanan temples complex.” (E 3) 2. “There we have two hundred and forty nine temples.” (F 19)

3. “There are about two hundred dancers.” (H 8)

b. Compound Sentence

1. “The first was Hindu and then the second was Buddhist.” (B 12)

2. “Welcome to Prambanan Temple complex and now we are in the information centre.” (G 1)

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c. Complex Sentence

1. “And … Rama sent the second commander in chief, the blue monkey, Hanggada.” (A 176-177)

2. “That’s why finally she was cursed to be the last statue to complete a thousand statues and temples in one single night.” (I 342-343)

After catezorizing the sentences, the writer counted the member of each type of sentence. Later, to know the percentage, each type of sentence produced by each respondent were counted and then the writer counted the percentage. As the final analysis on the first problem, the writer counted the average member of each type of sentence.

The second problem was still on the calculation of the percentage of the sentences. On the Sentence-Type Checklists, the writer categorized the sentences as a correct or incorrect by giving a tick ( ) in the column “Correct” or “Incorrect”. It was obvious that a sentence could only be a member of one category. The first step after categorizing the sentences into correct and incorrect ones, the writer counted the member of correct and incorrect sentences and then counted the percentage. The writer did this for all sentences made by all respondents.

The third analysis was on the grammatical aspects related to deviant forms of sentences. For each type of sentences there are several different requirements.

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1. Simple Sentences

Tour guides are expected:

a. to produce sentences which already consist of one subject in the form of noun phrase

b. to produce sentences which already consists of one predicate in the form of verb phrase

c. to notice the agreement or concord, including the use of masculine and feminine pronouns, the use of correct singular and plural forms of verbs and pronouns, and the use of correct forms of nouns after determiner, and d. to produce sentences with grammatical sentence constructions

2. Compound Sentences

Tour guides should make sure that every compound sentence: a. has at least two clauses of the same level, and

b. has and uses correct coordinator or correlative

3. Complex Sentences

Tour guides are expected to make sure that each complex sentences they produce:

a. contains one main clause and one subordiante clause, and b. have correct conjunction.

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To analyze the sentences, it would be based on some elements in relation to the sentence pattern of English sentence structure. Thereby, topics excluding this categorization would not be analyzed in this study. Below are the classification of the anaysis.

a. Completeness of Elements

Each sentence would be analyzed whether it had subject, verb and object and/or complement.

b. Subject-Verb Concord

Each sentence would be analyzed whether or not it maintained the agreement between the subject and the verb.

c. Misuse of Coordinators

Each compound sentence would be analyzed whether it had coordinator or or not and if it did, whether or not the coordinator used was correct. In fact, the use of coordinators in spoken English might be redundant. However, as stated previously, the writer analyzed the presence or the absence of coordinators according to grammatical spoken English. That was why the presence of a coordinator in a compound sentence is a must. The writer believed that a complete compound sentence having a coordinator in it was more understandable than those which did not.

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d. Misuse of Relative Clause and Noun Clause

Each complex sentence would be analyzed for its relative clause or noun clause it had.

e. Misuse of Conjunction

Each complex sentence would be analyzed whether it had conjunction or not, and if it did, whether or not the coordinator or correlative used was correct.

f. Incorrect Sentence Construction

Each sentence would be analyzed whether or not the pattern of the sentence is correct.

Following are examples of grammatical errors made by tour guides. Relevant errors and their environment are in bold. Letters and numbers in brackets were references where the sentences could be found in the appendix.

a. Completeness of Elements 1. Missing Subject

a) “*Has three eyes.” (A 12) b) “*Must be original.” (F 24)

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2. Missing Verb

a) “*Where the statue now?” (C 78)

b) “*Many Buddhas statues without head.” (G 55)

3. Missing Object

a) “*And then Rama can receive again as a wife.” (A 68) b) “*They call Waisak.” (C 63)

b. Subject-Verb Concord

1) “*So Rara Jonggrang mean slender and beautiful girl.” (B 11) 2) “*And the demon come from Sri Lanka.” (I 20)

c. Misuse of Coordinators

1) “*So they had no idea how the temple look like and it was a big ... difficult job to restore the temple.” (G 3)

2) “*So Siwa destroyer, his wife also the destroyer.” (I 52)

d. Misuse of Relative Clause and Noun Clause 1) “*People said flew away as well.” (A 9)

2) “*Sinta stay in the forest with Empu Walmiki and Sinta give the two boys whom name Lawa and Kusa.” (A 73)

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e. Misuse of Conjunctions.

1) “*Because Rama he come from India and his enemy he’s coming from Sri Lanka.” (D 56)

2) “*Okay, ladies and gentlemen, actually I have still more story but because the time and I hope that you ... enjoy my explanations ...” (F 68)

f. Misformation of Sentence Construction

1) “*Axe is the cutter of stupidity symbolize.” (D 30)

2) “*And then to go to Sewu temple is available the transportation, mini train.” (H 6)

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CHAPTER IV

ANALYSIS

There are three topics discussed in this chapter. They are Types of Sentences Produced by Indonesian Tour Guides in Prambanan Temple, The Percentage of Correct and Incorrect Sentences Produced by Indonesian Tour Guides in Prambanan Temple, and Deviant Forms of Sentences Produced by Indonesian Tour Guides in Prambanan Temple. The first sub-chapter discusses three types of sentences produced by the respondents. It includes simple sentences, compound sentences, and complex sentences and the percentage of each type of sentence. The second sub-chapter will discuss the percentage of correct and incorrect sentences produced by the respondents. Deviant form of sentences based on the classification will be discussed in the third sub-chapter.

A. Types of Sentences Produced by Indonesian Tour Guides in Prambanan Temple

Based on the transcriptions of each respondent, it can be seen that each respondent produced three types of sentences. They were simple sentences, compound sentences, and complex sentences. The table on the next page is the table of the types of sentences in which the number of each type of sentences and the percetage can be seen.

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Table 5. Types of Sentences

Types of Sentences Simple Sentences Compound Sentences Complex Sentences R E S P O N D E N T Numbers of Sentences % Numbers of Sentences % Numbers of Sentences % Numbers of Sentences %

A 57 56.44% 13 12.87% 31 30.69% 101 100% B 74 77.89% 15 15.79% 6 6.32% 95 100% C 67 82.72% 8 9.87% 6 7.41% 81 100% D 63 70.79% 12 13.48% 14 15.73% 89 100% E 23 74.19% 7 22.57% 1 3.23% 31 100% F 51 75% 7 10.29% 10 14.71% 68 100% G 46 61.33% 20 26.67% 9 12% 75 100% H 40 76.92% 5 9.62% 7 13.46% 52 100% I 42 76.36% 6 10.91% 7 12.73% 55 100%

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From the table on the previous page, it can be seen that there are numerous number of sentences produced by each respondent. Respondent A produced 101 sentences, respondent B produced 95 sentences, respondent C produced 81 sentences, respondent D produced 89 sentences, respondent E produced 31 sentences, respondent F produced 68 sentences, respondent G produced 75 sentences, respondent H produced 52 sentences, and respondent I produced 55 sentences. Those numbers are the total number of sentences which are divided into simple sentences, compound sentences, and complex sentences.

In producing simple sentences, respondent A produced 57 sentences or 56.44% of the total number of sentences he produced. Respondent B produced 74 sentences or 77.89% of the total number of sentences he produced. Respondent C produced 67 sentences or 82.72% of the total number of sentence he produced. Respondent D produced 63 sentences or 70.79% of the total number of sentences he produced. Respondent E produced 22 sentences or 74.19% of the total number of sentences he produced. Respondent F produced 51 sentences or 75% of the total number of sentences he produced. Respondent G produced 46 sentences or 61.33% of the total number of sentences he produced. Respondent H produced 40 sentences or 76.92% of the total numberof sentences he produced. Respondent I produced 42 sentences or 76.36% of total number of sentences he produced.

The respondents also produced compound sentences. Respondent A produced 13 sentences or 12.87% of the total amount of sentences he produced. Respondent B produced 15 sentences or 15.79% of the total amount of sentences he produced. Respondent C produced 8 sentences or 9.87% of the total amount of

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sentences he produced. Respondent D produced 12 sentences 13.48% of the total amount of sentences he produced. Respondent E produced 7 sentences or 22.58% of the total amount of sentences he produced. Respondent F produced 7 sentences or 10.29% of the total amount of sentences he produced. Respondent G produced 20 sentences or 26.67% of the total amount of sentences he produced. Respondent H produced 5 sentences or 9.62% of the total amount of sentences he produced. Respondent I produced 6 sentences or 10.91% of the total amount of sentences he produced.

Various numbers of complex sentences were also found while the writer analyzing the data. Respondent A produced 31 sentences or 30.69% of the total amount of sentences he produced. Respondent B produced 6 sentences or 6.32% of the total amount of sentences he produced. Respondent C produced 6 sentences or 7.41% of the total amount of sentences he produced. Respondent D produced 14 sentences or 15.73% of the total amount of sentences he produced. Respondent E produced 1 sentences or 3.23% of the total amount of sentences he produced. Respondent F produced 10 sentences or 14.71% of the total amount of sentences he produced. Respondent G produced 9 sentences or 12% of the total amount of sentences he produced. Respondent H produced 7 sentences or 13.46% of the total amount of sentences he produced. Respondent I produced 7 sentences or 12.79% of the total amount of sentences he produced.

The table shows that the respondents produced more simple sentences than compound sentences and complex sentences. All respondents produced simple sentence for more than 50% of the total number of sentences they produced.

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B. The Percentage of Correct and Incorrect Sentences Produced by Indonesian Tour Guides in Prambanan Temple

It has been said that the respondents produced simple sentences, compound sentences, and complex sentences. In fact, not all of those sentences were correct. There were also incorrect sentences in which errors could be found.

In this sub-chapter the total number and the percentage of correct and incorrect sentences would be revealed in the form of tables. Since the types of sentences produced by the respondents were simple sentences, compound sentences, and complex sentences, there are three tables which include the total number and the percentage of correct and incorrect simple sentences, compound sentences, and complex sentences.

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Table 6. The Percentage of Correct and Incorrect Simple Sentences Simple Sentences

Correct Sentences Incorrect Sentences Respondent Total Number of Simple Sentences Total Number of Correct Sentences % Total Number of Incorrect Sentences %

A 57 7 12.28% 50 87.72%

B 74 30 40.54% 44 59.46%

C 67 36 53.73% 31 46.27%

D 63 13 20.63% 50 79.37%

E 23 17 73.91% 6 26.09%

F 51 33 64.71% 18 35.29%

G 46 39 84.78% 7 15.22%

H 40 14 35% 26 65%

I 42 25 59.52% 17 40.48%

Respondent A produced 57 simple sentences. From total 57 simple sentences, 7 sentences or 12.28% of the total amount were correct simple sentences and 50 sentences or 59.46% were incorrect simple sentences. Below are two out of 7 correct simple sentence.

(1) That’s our son. (A 82)

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Two sentences in the followings are examples of incorrect simple sentences produced by respondent A.

(3) Siwa well-known as the god of destruction or destroyer. (A 5)

(4) And the three gods ee ... has the special animal for the riding ... the riding animal. (A 6)

Respondent B produced 74 simple sentences. From total 74 simple sentences, 30 sentences or 40.54% of the total amount were correct simple sentences and 44 sentences or 59.46% were incorrect simple sentences. Below are 2 out of 30 correct simple sentences.

(5) Good morning, welcome to Prambanan Archaeological Park. (B 1) (6) Do you understand my story? (B 52)

Two sentences below are examples of incorrect simple sentences produced by respondent B.

(7) So Rara Jonggrang mean slender and beautiful girl. (B 11) (8) You understand my story? (B 81)

Respondent C produced 67 simple sentences. From total 67 simple sentences, 36 sentences or 57.37% of the total amount were correct simple sentences and 31 sentences or 46.27% were incorrect simple sentences. Below are 2 sentences out of 36 correct simple sentences.

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(10) Do you know sauce? (C 44)

Two sentences below are examples of incorrect simple sentences produced by respondent C.

(11) We call Candi Sewu. (C 60) (12) So the princess afraid. (C 69)

Respondent D produced 63 simple sentences. From total 63 simple sentences, 13 sentences or 20.63% of the total amount were correct simple sentences and 50 sentences or 79.37% were incorrect simple sentences. Below are 2 out of 13 correct simple sentences.

(13) We are going to the information centre. (D 4) (14) Her name was ... Pertiwi. (D 78)

Sentences in the followings are examples of incorrect simple sentences produced by respondent D.

(15) Prambanan temple also very famous with name ... Roro Jonggrang. (D 6)

(16) And under the lotus is yoni. (D 18)

Respondent E produced 23 simple sentences. From total 23 simple sentences, 17 sentences or 73.91% of the total amount were correct simple

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sentences and 6 sentences or 26.09% were incorrect simple sentences. Below are 2 sentences out of 17 correct simple sentences.

(17) It is not too far. (E 9) (18) There isn’t any stupa. (E 29)

Two sentences below are examples of incorrect simple sentences produced by respondent E.

(19) Some of the rock temple still in the river, under the rice field, and even in the ... village. (E 5)

(20) And then he curse the princess Rara Jonggrang herself for the last ... building, for the last ... temple. (E 22)

Respondent F produced 51 simple sentences. From total 51 simple sentences, 33 sentences or 64.71% of the total amount were correct simple sentences and 18 sentences or 35.29% were incorrect simple sentences. Below are 2 out of 33 correct simple sentences.

(21) And may I introduce myself? (F 2) (22) We call it Candi Roro Jonggrang. (F 5)

Two sentences below are examples of incorrect simple sentences produced by respondent F.

(23) Candi a temple. (F 7)

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Respondent G produced 46 simple sentences. From total 46 simple sentences, 39 sentences or 84.78% of the total amount were correct simple sentences and 7 sentences or 15.22% were incorrect simple sentences. Below sentences are 2 out of 39 correct simple sentences.

(25) They were Sanjaya and Sailendra Dynasty. (G 2)

(26) It’s located about three kilometers to the north east of Prambanan. (G 53)

Two sentences below are examples of incorrect simple sentences produced by respondent G.

(27) The first up to the fifth incarnation of Wishnu as animals. (G 40) (28) And then in each corner of this square is also a small temple call

Patok or Sudut temple. (G 48)

Respondent H produced 40 simple sentences. From total 40 simple sentences, 14 sentences or 35% of the total amount were correct simple sentences and 26 sentences or 65% were incorrect simple sentences. The followings are 2 out of 14 correct simple sentences.

(29) The biggest temple is forty seven meters high. (H 25) (30) Durga is the wife of Siwa. (H 41)

Two sentences on the next page are examples of incorrect simple sentences produced by respondent H.

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(31) And then to go to Sewu temple is available the transportation, mini train. (H 6)

(32) That performance begin from seven thirty to nine thirty. (H 9)

Respondent I produced 42 simple sentences. From total 42 simple sentences, 25 sentences or 59.52% of the total amount are correct simple sentences and 17 sentences or 40.48% are incorrect simple sentences. Sentences below are 2 out of 25 correct simple sentences.

(33) She was kidnapped by the king of demon. (I 19) (34) We call it sati. (I 23)

Two sentences below are examples of incorrect simple sentences produced by respondent I.

(35) And Wishnu in the north side of the biggest one. (I 5) (36) Why they need to touch the trunk? (I 45)

2. Compound Sentences

Tour guides in Prambanan Temple also produced compound sentences. Similar to the findings on simple sentences, the respondents also produced correct and incorrect compound sentences.

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Table 7. The Percentage of Correct and Incorrect Compound Sentences Compound Sentences

Correct Sentences Incorrect Sentences Respondent Total Number of Compound Sentences Total Number of Correct Sentences % Total Number of Incorrect Sentences %

A 13 0 0% 13 100%

B 15 2 13.33% 13 86.67%

C 8 2 25% 6 75%

D 12 0 0% 12 100%

E 7 2 29.57% 5 71.43%

F 7 2 28.57% 5 71.43%

G 20 6 30% 14 70%

H 5 3 60% 2 40%

I 6 0 0% 6 100%

From the transcription, it can be seen that respondent A only produced incorrect compound sentences. From 13 compound sentences produced by respondent A, no correct compound sentences could be found. It made all 13 compound sentences were incorrect ones. Followings are the examples.

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(38) Nobody can’t get in and Shinta stay by herself. (A 43)

From the transcription, it can be seen that respondent B produced both correct and incorrect compound sentences. From 15 compound sentences, 2 sentences (13.33%) were correct ones. Below are two examples of correct compound sentences produced by respondent B.

(39) The first was Hindu and the second was Buddhist. (B 12)

(40) We go to the highest temple Siwa and get the special story of Ramayana. (B 87)

In the other hand, from 15 compound sentences produced by respondent B, 13 sentences (86.67%) were incorrect compound sentences. Below are the examples of incorrect compound sentences.

(41) Siwa is the highest, Siwa is the leader. (B 22)

(42) Mahaguru mean great teacher or Siwa look like professor. (B 25)

From the transcription, it can be seen that respondent C produced both correct and incorrect compound sentences. From 8 compound sentences, 2 sentences (25%) were correct ones. Below are two examples of correct compound sentences produced by respondent C.

(43) Now we can turn right and find the third room. (C 21)

(44) In Siwa temple there are four rooms but in Brahma temple there is only one room. (C 28)

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In the other hand, from 8 compound sentences produced by respondent C, 6 sentences (75%) were incorrect compound sentences. Below are the examples of incorrect compound sentences.

(45) Candi means ... temple, Sewu means one thousand. (C 61) (46) The ghost run away, the casper run away too. (C 72)

From the transcription, it can be seen that respondent D only produced incorrect compound sentences. From 12 compound sentences, no correct sentences could be found. It means all 12 sentences (100%) were incorrect. Below are the examples of incorrect compound sentences.

(47) The temple destroyed and then ... the Hindu dynasty they move to East Java. (D 7)

(48) Kala as macro cosmos and Makara as micro cosmos symbolize. (D 47)

From the transcription, it can be seen that respondent E produced both correct and incorrect compound sentences. From 7 compound sentences, 2 sentences (28.57%) were correct ones. Below are two examples of correct compound sentences produced by respondent E.

(49) She’s standing on the cow and killing the demons on the left hand. (E 17)

(64)

In the other hand, from 6 compound sentences produced by respondent E, 5 sentences (71.43%) were incorrect compound sentences. Below are the examples of incorrect compound sentences.

(51) Destroyed to the bad king then he rebuild to make the good thing. (E 7)

(52) They all return to the palace then he becomes the king of Rama. (E 13)

From the transcription, it can be seen that respondent F produced both correct and incorrect compound sentences. From 7 compound sentences, 2 sentences (28.57%) were correct ones. Below are two examples of correct compound sentences produced by respondent F.

(53) My name is ... and many friends call me (…). (F 3) (54) Siwa has just four arms and Durga has eight arms. (F 33)

In the other hand, from 7 compound sentences produced by respondent F, 5 sentences (71.43%) were incorrect compound sentences. Below are the examples of incorrect compound sentences.

(55) And Kala self means time so he is god of time so everywhere we can meet the time, we can see the time so in order that we use the time well. (F 53)

(56) And ... until now we have no more Hindus in this area and there’s ... still the big ceremony in the ... Prambanan temple complex. (F 66)

(1)

49 So totally in the main or in the … highest square there are … sixteen temples altogether. 50 You can see the ruin of the small temples in

the complex here.

51 They are Bubrah, Lumbung, and Sewu temples.

52 This temple are Buddhist temple, build in the same century.

53 It’s located about three kilometers to the north east of Prambanan.

54 And the condition of Bubrah and Lumbung temples in ruin right now.

55 Many Buddhas statues without head. 56 They are … Dwarapalas.

57 There are eight big statues of Dwarapalas in Sewu temple.

58 That along the river there are a lot of … volcanic rocks or stones.

59 The same thing like Borobudur or Mendut temple.

60 They are also located close to the meeting place of two rivers, Progo and Elo River. 61 Many temples are located close to the meeting

point of two rivers.

62 Now I like to tell you … the summary of Ramayana story.

63 Rama suddenly becomes angry and he shoots the arrow at the golden deer.

64 So he comes to Shinta, ask for water to Shinta. 65 When Shinta is giving water to this old man

and her hands pull out of the circle with this old man, which actually the demon king, Rahwana.

66 As soon as the bridge finish and they cross to Sri Lanka.

67 And Shinta’s alive and it means Shinta is pure. 68 Fourteen years in the forest over.

69 And … Shinta left alone in the forest and Shinta so sad.

70 So Ramayana story’s written by this priest, Walmiki, his name.

71 They grow up, become young man. 72 They sing, they play music in the palace. 73 They tell story of Ramayana to the king Rama

(2)

Ramayana because it tells about himself. 74 The people in the kingdom Ayodya celebrate

the coronation of Rama’s son, Lawa and Kusa and a king and a prince.

(3)

Appendix 3.8 Sentences Produced by Respondent H

Number Sentence Correct Incorrect

1 Now I will be your guide and I hope your visit … you can enjoy your visit.

2 Okay, now we go to the museum. 3 This is Prambanan archaeological park. 4 This park is about eighty hectares.

5 Sewu temple from this information centre is about eight hundred meters.

6 And then to go to Sewu temple is available the transportation, mini train.

7 Just pay five thousand per person. 8 There are about two hundred dancers. 9 That performance begin from seven thirty to

nine thirty.

10 Okay, now we go to the temple.

11 Formerly in this complex actually there were two hundred and forty temples.

12 And then because big eruption, almost the temple in Central Java broken and then the people usually they move to East Java and also move to Bali.

13 Formerly in this complex there were two hundred and forty temples.

14 And we don’t know the original shape, original form of the temple, so the restoration was very very difficult.

15 So two hundred twenty two temples still broken.

16 Otherwise, the restoration also more difficult. 17 So very difficult to know.

18 So look like puzzle.

19 That is the beautiful princess cursed into statue by Bandung Bondowoso, the young man who want to married her.

20 But we know most people believe the legend. 21 Because the legend, the story more interesting

than the history.

22 The history is very difficult to remember. 23 And then in the middle night the young man

meditation.

24 Now the statue inside in the biggest temple. 25 The biggest temple is forty seven meters high.

(4)

26 So that is why Siwa temple is the biggest temple, and in the middle.

27 Mahaguru mean the highest teacher. 28 He has long beard symbolize wisdom.

29 And then on the … on his right, he has weapon name trisula symbolize trinity, Brahma, Siwa, and Wishnu.

30 Actually three god, Brahma, Siwa, and Wishnu actually only one god.

31 And different function different names. 32 Ganesha is the son of Siwa.

33 So people call him the god of knowledge. 34 That just mythology.

35 And then why he has elephant head? 36 Why Siwa’s son has elephant head? 37 Siwa is the highest god so he must have a

beautiful girl.

38 And then Siwa angry on Ganesha. 39 Siwa kill hum with arrow.

40 And then because Siwa’s arrow cut the neck and then Ganesha head to be cutted and then flies and disappear.

41 Durga is the wife of Siwa.

42 The other name is Parwati, Uma, or Kali. 43 Her hands brings some weapons to kill her

enemy.

44 So that is why Durga has many weapons. 45 The demons has magic power.

46 That story of Hindu.

47 But according to the legend she is Roro Jonggrang.

48 It is Roro Jonggrang in the fourth room. 49 So ladies and gentlemen, now we are in the

Brahma temple.

50 We know in this temple only has one room. 51 Inside has statue of Brahma.

52 He has four heads symbolize four books of Hindu.

53 And then why god Brahma has four heads?

(5)

Appendix 3.9 Sentences Produced by Respondent I

Number Sentence Correct Incorrect

1 So it was like a puzzle. 2 So like a puzzle.

3 It depends on the statue that we have inside. 4 He is called Agastya or Maharesi or Mahaguru. 5 And Wishnu in the north side of the biggest

one.

6 Wishnu is the god of protector. 7 Siwa is the destroyer.

8 That’s why in front of Siwa we call it Bull temple or Nandi temple.

9 Nandi is the name of the bull.

10 And then for Brahma he has angsa or angsa it’s means the swan.

11 Two of them are called Apit. 12 Four of them are called Kelir.

13 Because it’s still dangerous for themselves. 14 And the distance from Hindus to Buddhist just

about seven hundred meters and it’s proved us because the temple it was built in the same time during eight and nine century, so it’s proved us that the Hindus and Buddhist family they could live together in the same place, the same time.

15 They will come here to do offering together with the priest.

16 That’s why the use a Balinese style.

17 So like we can see in the first time that Wishnu has a special duty to protect us from evil spirit. 18 His name is Kalki.

19 She was kidnapped by the king of demon. 20 And the demon come from Sri Lanka. 21 So three person in the forest.

22 But when Rama run up the deer, Rama always fail to catch the deer and he decide to shoot the deer by his arrow.

23 We call it sati. 24 Rama believe in her.

25 And also people believe in her and nobody cry anymore.

26 Well, in the biggest temple we have four chambers.

(6)

27 One of them we can see like Siwa.

28 And the front arm symbolization of rebuilder. 29 The power of Siwa is described like the power

of time.

30 It’s like the power of Siwa.

31 Siwa will destroy everything, like that one. 32 And then in the left hand oh him he hold a fly

water.

33 Because the fly also symbolization of evil. 34 We call it yoni.

35 Yoni is a representation of female, representation the wife of Siwa. 36 He is the real protector.

37 So still one more left.

38 The good one also will be damaged. 39 So he need to be a teacher.

40 And the right hand also like Buddha. 41 And then in the left hand of him he hold a

water jar.

42 In the right hand he holds, actually he holds his broken tusk.

43 And then in the left hand of him, he hold a coconut bowl.

44 They use Ganesh to be the emblem. 45 Why they need to touch the trunk? 46 At least the memory will be stronger. 47 Durga is wife of Siwa.

48 So we can see that the statue of Durga or Kali has more than four arms.

49 And one of her hand hold a demon on the left hand of her.

50 And she kill the buffalo first and the buffalo transform to be a demon again.

51 And she kill the demon.

52 So Siwa destroyer, his wife also the destroyer. 53 But why they want to touch the statue? 54 Because we have a legend about the statue. 55 That’s why finally she was cursed to be the last

statue to complete a thousand statues and temples in one single night.

A study of english syntactic sentence structures of Indonesia tour guides in Prambanan temple.

A STUDY OF

ENGLISH SYNTACTIC SENTENCE STRUCTURES

OF INDONESIAN TOUR GUIDES IN PRAMBANAN TEMPLE

A STUDY OF

ENGLISH SYNTACTIC SENTENCE STRUCTURES

OF INDONESIAN TOUR GUIDES IN PRAMBANAN TEMPLE

CHAPTER I

INTRODUCTION

CHAPTER II

THEORETICAL REVIEW

CHAPTER III

METHODOLOGY

CHAPTER IV

ANALYSIS

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